MADELINE HUNTER’S

ESSENTIAL
ELEMENTS OF
INSTRUCTION
JoAnna Park
EDC 257
Components of an EEI
Lesson Plan
■ Standards/Objectives
■ Purpose
■ Anticipatory Set
■ Active Participation
■ Teaching Input
■ Modeling
■ Check for Understanding
■ Guided Practice
■ Closure
■ Independent Practice
Standards

Standards: broad
Arts Standard
statements or
Example:
goals that describe
MU.PR.4.6c Read
the subject matter
and perform using
students should
notation.
know and perform.
 Objectives: statements that
describe what students should
know by the end of the unit or
lesson.

Teachers convert standards into

objectives, which are more
Objectives specific but help in meeting the
standards.

Teachers should have a clear

idea of what the learning
objectives are before preparing
the lesson.
Bloom’s Taxonomy
Purpose
■ Purpose statements are different
from objectives because they
state why the students will be
learning the material presented.
■ Teachers can answer the
question of “why and how is this
lesson helpful in helping students
achieve the standard?”
Anticipatory Set
According to Lewis (2018), the purpose of an Anticipatory Set is to:

Provide continuity Allude to familiar

Gauge the students' level of
from previous concepts and Tell the students
collective background
lessons, if vocabulary as a briefly what the
knowledge of the subject to
applicable reminder and lesson will be about
help inform your instruction
refresher

Briefly expose the students

Activate the Whet the class's
to the lesson's objectives
students' existing appetite for the
and how you will get them to
knowledge base subject at hand
the end result
 Active participation is when all
learners are participating in the
lesson in one way or another.

Active
Participation 100% active participation is
required during the Anticipatory
Set, Guided Practice, and Closure
components of a lesson.
Teaching Input
■ This is the actual teaching portion
of the lesson.
■ Teachers can use any form of
instruction such as lecture,
presentation, or video to provide
the information students will need
to gain the knowledge to master
the objective.
Modeling

■ Modeling is the next step of the “teaching” component of a lesson

plan.
■ After materials are presented, teacher shows examples of what the
students should be able to know or do by the end of the lesson.
■ Teachers can plan to model how to do the Guided Practice part of the
lesson at this time.
 Check to see if students have
“got it” before moving on.

If majority of students do not

Check for show understanding, the teacher
Understanding must reteach the lesson before
moving on.

Should be done during the

lesson.
Guided Practice
■ Activity or exercise for students to
practice or demonstrate their
learning.
■ Teacher should be guiding the
students through the
activity/exercise.
■ Activity/exercise should be highly
engaging and involve 100% active
participation.
 Activity that ends the lesson.

Closure According to Finley (2015), teachers

can use closure to :
Check for
understanding and Emphasize
Tie up loose Correct
key
inform subsequent information
ends misunderstandings
instruction
 Reinforcement practice of learned
material.

For students to not forget learned

material.
Independent
Practice Examples are homework, in-class group
work, or individual work.

The practice should allow for students to

apply the material in different contexts.
Conclusion

■ The goal of the lesson should be

for students to master the learning
objective and to be able to retain
the material.
■ Hunter’s EEI model has the steps
broken down into different
elements to help teachers and
students work towards the goal.
References
■ Armstrong, P. (n.d.). Bloom’s Taxonomy [Online Image]. Retrieved November 4, 2018
from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
■ Briggs, S. (2014). 21 Ways to check for student understanding. Retrieved from
http://www.opencolleges.edu.au/informed/features/21-ways-to-check-for-student-
understanding/
■ Burden, P. R., & Byrd, D. M. (2018). Methods for effective teaching: Meeting the
needs of all students (8th ed.). Boston, MA: Pearson.
■ Finley, T. (2015). 22 Powerful closure activities. Retrieved from
https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley
■ Lewis, B. (2018). Writing a lesson plan: Anticipatory sets. Retrieved from
https://www.thoughtco.com/lesson-plan-step-2-anticipatory-sets-2081850